Restorative Justice, Special Education, and Black Parent Engagement

• In Event: Interrogating Special Education Policy and Practice

Abstract

Using Critical Race Parenting as a theoretical framework, this study highlights the experiences and perspectives of the parents of Black students with disabilities within a school that uses restorative justice practices. Data collection included semi structured interviews. Parents’ descriptions of restorative justice, as well as the ways that they engage with the school community, illuminates the ways that relationships are foundational to parental engagement, support for students with disabilities, and establishing a restorative school environment. Their insights offer implications for engaging the parents of students with disabilities within the implementation of restorative justice as well as future qualitative studies centering parents of students with disabilities. This work also offers implications for future studies involving disability, race, and restorative justice.

Author

• Cierra Presberry, Eastern Michigan University